About World

Animal Protection
We used to be known as WSPA (World Society for
the Protection of Animals). And for more than 50
years, we have moved the world to protect animals.
Now we need you to join us by helping make sure
animal welfare matters to the next generation.
 Now, more than ever, is the time to
stop animal suffering around the world.
Animals face unprecedented threats.
Millions upon millions are suffering in
farms, needlessly culled, forgotten in
disasters, traded, trapped, killed. And
every one of them needs our help.
Mahatma Gandhi said, “The greatness
of a nation and its moral progress can be
judged by the way in which its animals
are treated.”
What is animal welfare?
In 2008 the World Organisation for
Animal Health (OIE) adopted the
following definition for animal welfare:
“Animal welfare means how an animal
is coping with the conditions in which
it lives. An animal is in a good state
of welfare if (as indicated by scientific
evidence) it is healthy, comfortable,
well nourished, safe, able to express
innate behaviour, and if it is not suffering
from unpleasant states such as pain,
fear and distress. Good animal welfare
requires disease prevention and
veterinary treatment, appropriate shelter,
management, nutrition, humane handling
and humane slaughter/killing. Animal
welfare refers to the state of the animal;
the treatment that an animal receives
is covered by other terms such as
animal care, animal husbandry and
humane treatment.”1
1 Extract taken from the International Coalition of Farm Animal
Welfare (ICFAW) publication (May 2010), Animal Welfare
Worldwide: the role of vetinary services
We agree. And that’s why our work
with animals starts with people. People
like you. People like the children that
you teach.
By participating in our First Concepts in
Animal Welfare programme and using
what you learn to educate your students,
you will help us move the world to
protect animals.
This definition indicates that we
can measure animal welfare on a scale,
ranging from good to poor, and that
important factors influence this scale.
These factors can be summarised in
various ways, though a widely used
example is the Five Freedoms, as
defined by the Farm Animal
Welfare Council.
The Five Freedoms2
1 freedom from hunger and thirst
2 freedom from discomfort
freedom from pain, injury
3
or disease
freedom to express
4
normal behaviour
5 freedom from fear and distress.
INT0034A/0714
2 Farm Animal Welfare Council. URL www.fawc.org.uk.
Last retrieved 23/04/2010
About World Animal Protection
World Animal Protection’s
First Concepts in Animal
Welfare: for teachers
 What is humane education?
Humane Education (HE) is a concept
that encompasses all forms of education
about social justice, citizenship,
environmental issues and the welfare
of animals. It recognises the
interdependence of all living things.
HE is based on values that:
develop sensitivity to all life, appreciation
of diversity and tolerance of difference
encourage children to become more
compassionate and learn to live with
greater respect for everyone
provide opportunities for children to
develop a sense of responsibility and
a duty of care for their surroundings
and the natural world
contribute to the development of
children’s attitudes and critical thinking
skills, which can increase their self-esteem
empower children to make decisions
and take action as responsible
world citizens.
2 World Animal Protection’s First Concepts in Animal Welfare: for teachers
What is animal welfare
education?
Animal Welfare Education (AWE) is one
element of HE. The two are sometimes
confused because many animal welfare
groups consider their education work
to be HE. Here at World Animal
Protection, we are solely focused on
AWE. Through it we teach important
life skills and values, which make the
benefits of our education work extend
well beyond an understanding of
animal protection issues.
AWE focuses on the development of
knowledge, understanding, skills, attitudes
and values that relate to people’s
involvement in the lives of animals. This
includes our effect on the abilities of
animals to satisfy their needs and our
subsequent responsibilities as a result.
What is World Animal Protection
doing to promote education
about animal welfare?
Education is the key to creating a world
where animal welfare matters to
everyone and the needless suffering of
animals ends. This is why our First
Concepts and Advanced Concepts in
Animal Welfare programmes are so
important. They provide opportunities for
people of all ages to learn about animal
welfare, why it matters and why it is
their responsibility to protect animals.
What is World Animal
Protection’s First Concepts in
Animal Welfare programme?
First Concepts in Animal Welfare is the
name of our introductory-level education
programme, which looks at animals,
people and the environment. By providing
materials and tools to teachers, students
and professionals, it helps to educate
a diverse range of people about animal
protection and welfare. These can
include adults with low literacy levels
or adults who don’t know how to best
provide for and protect their animals.
As part of our overall education
programme, we have developed our
First Concepts in Animal Welfare. It is
specifically for teachers of children aged
between 5 and 16 years old. We are
working to give all children in this age
range the opportunity to participate
in AWE and become responsible,
active citizens in their communities.
We are also joining forces with partners
worldwide to integrate AWE into
national curricula and raise awareness
of its importance.
World Animal Protection’s First Concepts in Animal Welfare: for teachers 3
What are the main AWE
learning outcomes we want
students to achieve?
To know that animals have needs,
that people interact with other
animals and that we share our
environment with other sentient
beings (beings that can feel and
perceive things).
To understand how people’s actions
can affect animals and other sentient
beings, and the duty of care we
have towards them as a result.
To understand that we are frequently
faced with moral dilemmas and that
people hold different opinions.
To acquire skills in effective
communication so we can better
explain our ideas and responsibilities
and demonstrate appropriate levels
of compassion and of empathy.
To develop and show attitudes of
kindness, respect and responsibility.
 Who can be part of First How does First Concepts
Concepts? training prepare teachers to
Our First Concepts in Animal Welfare implement AWE into their work?
programme is for any educator who We carry out teacher training workshops
believes that their work can help move to introduce the concepts of animal
the world to protect animals. We are welfare and AWE, and to demonstrate
busy establishing a network in the sample lessons. These help to show
education field that will help us teach as how easily AWE can fit into curricular
many young people as possible about requirements and how teaching animal
First Concepts in Animal Welfare. welfare lessons can benefit students,
communities and teachers themselves
Who are we working with?
We need support on many levels to How do I use this pack?
get AWE on the global agenda and Start off by reading the next section titled
implemented in national curricula Pedagogy: teaching animal welfare to
around the world. children. It provides helpful information
about how easy it is to teach AWE
Organisations that can help us
alongside existing curricular requirements.
achieve our goals include:
After this, move on to our Suggested
decision makers such as national
syllabus section, which and offers
and local governments; ministries and
numerous topic ideas for lessons.
departments of education, science,
health, agriculture, and environment; As well as listing the resources we’ve
veterinary associations; intergovernmental produced at World Animal Protection,
organisations and other decision- our Suggested syllabus also features
making bodies some that have been produced by other
developers and implementers such as organisations. In addition, you can find
curriculum developers, resource writers, many more resources for teaching AWE
teacher trainers and professional on our extensive online database at
development providers; education animal-education.org.
inspectors; advisory teachers; head
teachers, principals and directors
of education faculties; teachers
and lecturers; researchers
facilitators including NGOs; voluntary
bodies; charity sector bodies; clubs,
societies and campaigning groups.
INT0034B/0714

4 World Animal Protection’s First Concepts in Animal Welfare: for teachers

Education
for sustainable
development
Sustainable development is about
balancing economic growth and
social requirements with the natural
environment. The Brundtland
Commission’s definition is the most
commonly used, describing sustainable
development as“ development
that meets the needs of the present
without compromising the ability
of the future generations to meet their
own needs.”1
In acknowledgement of this, the
United Nations (UN) World Summit
Outcome Document (2005)2 has named
economic, social and environmental
sustainability as the three interdependent
pillars of sustainable development.

Economic sustainability promotes
sustainable production and consumption:
economic models that ensure fair
distribution and the efficient allocation
of resources. This pillar ensures that our
economic growth maintains a healthy
balance with our ecosystem and that
economic incentives should not outweigh
the needs of the natural environment.
Social sustainability encompasses
human rights, labour rights, and
corporate and government governance.
It emphasises the importance of
considering cultural factors when meeting
people’s basic needs, irrespective of
gender, ethnicity or geography. Socially
sustainable communities are equitable,
diverse, democratic, environmentally
responsible and provide a good quality
of life for all inhabitants. This pillar
supports initiatives such as social justice,
poverty reduction, and other grass roots
movements that promote social equity.
Environmental sustainability involves
using natural resources sustainably,
minimising waste and limiting the
damage business activities may cause.
This pillar supports initiatives that include:
renewable energy; reducing fossil fuel
consumption and emissions; sustainable
agriculture and fishing; organic
farming; tree planting and reducing
deforestation; recycling; and better
waste management.
2 Education for sustainable development
Animal welfare and
sustainable development
Approximately a billion of the world’s
poorest people depend on animals
for food, income, social status or
cultural identification, as well as
companionship and security.3 The
Food and Agriculture Organization
(FAO) has recognised the benefits
of good animal welfare practices for
both people and the environment.
Animal welfare is an essential part
of sustainable development in the
areas below:
Environmental and agricultural
sustainability – responsible animal
management affects land use, climate
change, pollution, water supplies,
habitat conservation and biodiversity
for the better.
Human health – good animal
care reduces the risk and spread of
diseases that can be transmitted to
humans and of food poisoning.
Poverty and hunger reduction –
Looking after animals properly
improves their productivity and helps
farmers to provide a secure food
supply and income for themselves,
their families and the community,
helping to alleviate poverty.
Disaster preparedness and risk
reduction – this area cuts across
all three pillars named by the UN.
Animals are important for people’s
lives and livelihoods and must be
given due consideration in plans for
disaster preparedness and response.
Any community that survives a disaster
can face a second, delayed blow when
affected livestock are not treated quickly
to promote recovery. Additionally, in
many emergency situations, the bonds
humans have with their animals often
force them to put themselves at risk in
order to protect and ensure the safety
of their animals, and consequently
emergency response plans should cater
for domestic animals in all scenarios.
The Decade of Education for
Sustainable Development
In its 57th meeting in December 2002,
the United Nations General Assembly
proclaimed the UN Decade of
Education for Sustainable Development,
2005-2014 (DESD), “emphasizing that
education is an indispensable element for development and animal
achieving sustainable development.”5
It also designated UNESCO as the lead As defined by UNESCO Bangkok,
agency to promote and implement
the Decade.
DESD defines Education for Sustainable
Development (ESD) as a concept
that goes far beyond environmental
education. ESD is about including
human development (economic growth,
social development, and environmental
protection) in our formal and informal
education systems, in an inclusive,
equitable and secure manner.
This means it includes education for
poverty alleviation, human rights, gender
equality, cultural diversity, international
understanding, peace and much more.
ESD seeks to change behaviours and
embed sustainability into people’s lives.
UNESCO proposed that the vision
of ESD is “a world where everyone
has the opportunity to benefit from
education and learn the values,
behaviour and lifestyles required for
a sustainable future and for positive
societal transformation.”6
World Animal Protection’s First Concepts
in Animal Welfare (FCAW) programme
for teachers is endorsed worldwide by
UNESCO’s DESD, both the ESD Unit
of the UNESCO Asia Pacific Regional
Bureau and the UNESCO regional office
for Latin America and the Caribbean.
Education for sustainable
welfare education
“Education for Sustainable Development
is a learning process based on the
ideals and principles that underlie
sustainability and is concerned with
all levels and types of learning to
provide quality education and foster
sustainable human development –
learning to know, learning to be,
learning to live together, learning to
do and learning to transform
oneself and society.”7
Education for sustainable development 3
 Animal Welfare Education (AWE)
promotes knowledge, understanding,
skills, attitudes and values related
to human involvement in the lives
of animals. AWE and ESD learning
outcomes are overlapping in goals
and methodologies. Through
AWE, students:
‘learn to know’ by realising that animals
have needs, that humans interact with
other animals and that we share our
environment with other living beings
‘learn to be’ by developing attitudes
of kindness, compassion, respect and
responsibility
‘learn to live together’ by understanding
how human actions can affect animals
and other living beings, which contributes
to good citizenship principles and
lessens the likelihood of violent acts
towards living beings, creating a more
just and peaceful society
1 Report of the World Commission on Environment
and Development: Our Common Future (1987)
Oxford: Oxford University Press
2 World Health Organization (2005) 2005
World Summit Outcome www.who.int/hiv/
universalaccess2010/worldsummit.pdf
3 Food and Agriculture Organization (2003)
Livestock – a resource neglected in poverty
reduction strategy papers
www.fao.org/ag/againfo/programmes/en/
pplpi/docarc/pb_wp1.pdf
4 Food and Agriculture Organization (2009)
Capacity building to implement good animal
welfare practices: Report of the FAO Expert
5 www.desd.org/About%20ESD.htm
6 UNESCO (2006) UNESCO’s role, vision and
challenges for the UN Decade of Education for
‘learn to do’ by acquiring the
vital life skills (including effective
communication and critical thinking)
that enable them to better explain
ideas and responsibilities, make
informed decisions, and demonstrate
appropriate levels of care and
empathy toward other living beings
‘learn to transform oneself and
society’ by understanding that we
are frequently faced with moral
dilemmas, that people hold different
opinions, and that cooperation
and communication are critical in
determining sustainable solutions that
can benefit all stakeholders. Effective
AWE promotes the development
of critical thinking skills, as students
learn to apply rationale, problem
solve and make knowledgeable
decisions, all of which are crucial to
maintaining stable communities and
empowering tomorrow’s leaders.
http://unesdoc.unesco.org/images/
0014/001469/146976e.pdf
7 Integrating Education for Sustainable
Development into secondary education
social studies curriculum in South East Asia-
A tool kit for educators, Curriculum
Developers, and ESD advocates. Report
from a SEAMEO INNOTECH regional
research workshop, April 2010
INT0034C/0714
United Nations United Nations Decade
Educational,

 

Scientific

 

and of Education for
Cultural Organization Sustainable Development
Sustainable Development (2005–2014) 2005 – 2014

4 Education for sustainable development

Pedagogy:
teaching
animal welfare
to children
 Introduction
We are working to make Animal
Welfare Education (AWE) an
integral part of formal curricula
around the world. AWE is the
process through which learners
develop compassion, a sense
of justice and a respect for the
value of life. By delivering it
effectively to children, we
create opportunities for them
to explore ideas of empathy,
morals, ethics and values.
2 Pedagogy: teaching animal welfare to children
Guiding younger people as they engage
with their own and society’s values is
essential if we are to change the lives
of the millions of animals that suffer from
cruelty across the globe.
AWE provides the knowledge and
understanding for learners to behave
according to these principles, and
it fosters a sense of responsibility to act
in an ethical manner. This, in turn, results
in well-rounded students better informed
about their consumer and lifestyle
choices. It also means they understand
how their decisions can improve the lives
of animals and help the world become
more sustainable.
 AWE is a sub-section of Humane
Education (HE), which encompasses
other subjects such as Environmental
Education (EE), social justice and
citizenship. HE is a process that fosters
compassion, respect and responsibility
towards people, animals and the
environment and encourages an
awareness of the interdependence
of all living things.*
EE is a concept that was formalised
by the International Union for the
Conservation of Nature and Natural
Resources (IUCN) in 1970.(11)*
EE has grown in strength and stature,
and is now an integral part of many
formal curricula and the goal of
many programmes developed by
environmental organisations. We are
positive that if we follow the same
steps we can make AWE as integral
to curricula as EE currently is.
*For references corresponding to the numbers in this
booklet, please consult the Bibliography on page 18

Table 1 – the overlap in goals and methodologies between EE and AWE

Goals for Environmental Education Goals for World Animal

programmes(3)
Foster clear awareness of and concern
about economic, social, political and
ecological interdependence in
urban and rural areas.
Provide every person with opportunities
to engage with the knowledge, values,
attitudes, commitment and skills needed
to protect and improve the environment.
Create new patterns of behaviour
towards the environment within
individuals, groups and society as
a whole.
Protection’s Animal Welfare
Education programmes
Develop an appreciation of the needs
of all sentient beings, and concern
about the way we, as a society, 
treat the animals in our care.
Provide students with opportunities to
engage with the knowledge, values,
attitudes, commitment and skills 
needed to improve the lives of animals.
Change the behaviour of individuals
and groups to result in a world where
animals matter and cruelty ends.

** Text agreed in 2009 by the Humane Literacy Coalition (American Humane Association; American Society for the Prevention of
Cruelty to Animals; Animal Learn, a division of the Anti-Vivisection Society; Association of Professional Humane Educators; Humane
Society Youth, a division of the Humane Society of the United States; United Animal Nations and the World Society for the
Protection of Animals).
Pedagogy: teaching animal welfare to children 3
 The theory of
cognitive development
This chapter outlines teaching tools
that you can use to develop critical
thinking in students about animal
welfare and change their attitudes and
behaviour towards animals. Many of
the methodologies here are well known
pedagogical techniques and can be
used in all lessons, not just those covering
concepts in animal welfare.
The Swiss psychologist Jean Piaget
(1896-1980) was one of the most
influential researchers in the area of
developmental psychology during the
20th century.(7) His studies revealed
that young children answered
questions differently to older children,
not because they knew less but
because they thought differently.
He proposed the theory of cognitive
development, which suggests four
stages of cognitive growth.
Infancy: sensorimotor stage –
knowledge is based on
physical interactions.
Early childhood: pre-operational stage
– language matures and thinking occurs
in a non-logical and irreversible manner.
Adolescence: concrete operational
stage – intelligence is demonstrated
through logical and systematic
manipulation of language and symbols.
Thinking is reversible and becomes
less and less self-centred.
Adulthood: formal operational stage
– intelligence is demonstrated through
the logical use of language and symbols
in relation to abstract concepts.(7)
4 Pedagogy: teaching animal welfare to children
An understanding of these stages of
cognition helps to formulate most pre-
school and primary programmes.
This theory can also be applied to AWE
delivery. Very young children inhabit
a world that is fairly close to home, so
AWE topics for this age group should
be linked to concrete home examples,
such as responsible pet ownership
As children grow and develop, they
expand their frames of reference to
include their local community and more
abstract elements. Within an AWE
lesson, we can use this knowledge and
experience of the wider world to explore
more complex, global or abstract
content.(10) In turn, this provides older
children with opportunities to become
active global citizens.
PLEASE NOTE: Images or scenarios
that may be upsetting to young
children should be avoided. Care
should also be taken when asking
older children to discuss sensitive
areas of animal protection and
welfare. Try to present them with
the facts without exposing them to
distressing images or content.
Structuring the lesson
The three-part lesson
Students of any age learn best when
they are told what they will learn, have
the opportunity to learn it and then have
time to review it. This is the basic premise
behind the ‘three-part lesson’.
Ideally, your AWE lesson should begin
with a starter activity that takes about five
minutes. It could be interactive or lead
to personal reflection, and should act as
a mental warm-up in preparation for the
content that will follow. The outcomes of
the starter should be reviewed as a class
and then the objectives for your lesson
shared with everyone.
The rest of this chapter explains how the
main lesson content could be filled to
achieve the outcomes you want, starting
with the effective implementation of the
learning cycle (see next page).
After delivering your main content, we
suggest students receive a plenary to
reflect on what they have learned.
This could involve anything from students
participating in an interactive game, to
providing them with a simple checklist so
they can tick off what they have learnt.
PLEASE NOTE: Think carefully when
planning your lesson to make sure
your plenary activity checks that
your objectives have been met. For
example, if your aim is for students to
be able to recall a fact, then make
a point of discovering whether they
can during the plenary.
Pedagogy: teaching animal welfare to children 5
 Delivering the main
lesson content
The learning cycle What have I learned?
How is it relevant?
Students of all ages must progress
How does it differ to
through the learning cycle whenever they what I thought before?
need to acquire knowledge. Learning
occurs when students are engaged in
an experience, have an opportunity to Review new Acquire new
reflect on it and use that information to information information
develop new ideas.(10)
Diagram 1 – a simplified learning cycle:
Reading clockwise, it begins with the
acquisition of new information. Students
should be given the opportunity to recall
the information to check that they have Use new Process new
retained the basics, then asked to apply information information
this information to new scenarios. An
opportunity to reflect on the learning that
has taken place will help to cement the
Can I apply this Can I recall it?
information as knowledge. knowledge to new Can I explain it
scenarios to others?

6 Pedagogy: teaching animal welfare to children

You could use the learning cycle as a
single lesson plan format or repeat it
in the main content of a lesson to help
students acquire knowledge of a number
of different topics.
When teachers offer different learning
experiences about one concept, they
help students build a cognitive map
about that concept. When they have the
opportunity to use these concepts and
practise skills students reinforce the neural
networks that retain this new information.
This increases the likelihood that the
information will be remembered.(7)
Piaget’s theory of assimilation
and accommodation
Assimilation is the process where
information from the outside world is
incorporated into the individual’s inside
world without changing their internal
structures. This may result in the
external information being ‘squeezed’
or changed to suit the individual’s
preconceived ideas. An example
of this is stereotyping.
Accommodation is described as the
changing of cognitive structures in
orderto accept something from the
environment.(7) For learning to take
place, an individual needs to challenge
their current understanding and replace
it with a new cognitive structure. This is
not as easy as it sounds, and students
need to be given the opportunity
to explore why their current cognitive
structures do not apply to the new
situation. To help someone construct
a new understanding, you must first
understand and acknowledge an
individual’s existing concept and then
try to show them how that belief is
not valid.(10)
Piaget’s theory of constructionism
indicates that individuals construct their
own understanding based on their own
prior knowledge. Two students who
share the same experience may arrive
at separate understandings.
Learning styles and multiple
intelligences
Individuals of all ages show preferences
for certain methods of acquiring and
disseminating information. The three
predominant learning styles form the
basis of the VAK model below.
Visual
Individuals learn by sight through
diagrams, images and videos.
Auditory
Individuals learn through listening.
They may also benefit from activities
involving music.
Kinaesthetic
Individuals learn through activity and by
moving or touching. This kind of activity
can range from dramatic role play, to
sorting cards into sequence.
These learning styles overlap with the
theory of multiple intelligences,(5)
which states that we all possess seven
‘intelligences’ – or skills – that contribute
to our overall intelligence (Table 2).
Pedagogy: teaching animal welfare to children 7
 Table 2 – examples of classroom activities that promote the use of individual intelligences

Intelligence Ideal activities

Logical-mathematical Calculating, using data, looking for patterns, applying
informal logic.
Spatial diagrams Using maps, designing posters and plans, painting,
sketching and drawing.
Bodily-kinaesthetic Cutting and pasting, role-play, pairing cards.
Musical Using music, sounds and words to simulate ideas, making
up rhymes and songs, singing.
Interpersonal Group activities, working with others.

Individuals you teach will vary in terms
of how strong they are in the seven
different intelligences. These strengths will
then determine the easiest ways for each
individual to learn.(10) When teaching
a group, please take these variations into
account, as all of the different learning
styles will be represented. By doing this,
you will deliver varied and stimulating
lessons, resulting in greater engagement
from students whose preferred learning
style is not the traditional ‘teacher-
led’ format.
Many aspects of these different
intelligences are often seen in the
teaching of younger students, but this
variety tends to be replaced by more
teacher-led techniques as students get
older. We need to make sure this doesn’t
happen in AWE. To effectively change
the attitudes and behaviour of older
individuals, experiential learning (10),
participatory techniques and more
hands-on activities must be included
as a matter of course (see Table 2).
Teamwork
Solving problems relating to animal
welfare relies on motivating groups of
people to take action, as well as
changing the attitudes of individuals.
To successfully implement animal welfare
legislation, we need to follow the EE
model, which was founded on the
collective work of lobbyists, advocates,
citizens and legislators. Put simply,
students need to work as a team.
In their simplest form, group activities
revolve around group discussions or
tasks. At their most complex, individuals
are given roles within the group and have
a clear understanding that the success
of their group depends on their behaviour
within it. Accurate communication,
conflict resolution, collective support
and acceptance are all skills that
can be acquired through effective
group work.(10)
Cooperative interactions that result in
children making a decision help them
to develop higher moral reasoning.

8 Pedagogy: teaching animal welfare to children

Group environments encourage students
to work out common rules based on
fairness.(8) By providing moral dilemmas,
students can discover that there is no right
or wrong answer to an issue, but rather a
need for debate, clear vision and actions
based on values. They learn to argue
their opinions, tolerate other views and
potentially go through the experience
of having their views changed by the
persuasive argument of another.
Being a facilitator
As you know, a successful facilitator
must refrain from restricting a debate, or
influencing ideas by presenting their own
views. Also, a strong facilitator will have
a solid knowledge of the topic that’s
being debated and any relevant issues
and facts related to it.
PLEASE NOTE: By selecting
dilemmas that will generate the most
disagreement, you can achieve great
results.(10) However, you must be
willing to step in if the debate gets
too heated. Please remember to
set ground rules so everyone gets
a fair opportunity to speak and be
heard. Debates should also have
review sessions at the end of them to
allow for the key issues raised to be
examined objectively.
Creative thinking, critical
thinking and decision making
Education is often defined as the
acquisition of knowledge and skills.
However, many formal programmes
transfer knowledge but do not
actively teach the skills needed to
apply it.These skills are broken up into
creative thinking, critical thinking and
decision-making skills.
Creative thinking skills are useful
in the generation of solutions to
problems, and they can be
developed through activities such as
brainstorming. This can also help to
build a learner’s confidence.(10)
Critical thinking skills include
problem-solving and responsible
citizenship skills.
Core critical thinking skills help
students to:
understand and analyse information
identify the relationships between
ideas, main points, assumptions
and bias
evaluate or judge the credibility and
the value of an argument based on
logic and evidence
understand the consequences of an
action and the ability to decide
what to do
communicate their reasoning to others
monitor their own thinking and correct
flaws.(4),(10)
Decision-making skills are developed
when students are able to critically
analyse a situation. They include
developing alternative courses of
action and making decisions
about implementation.(1)
Pedagogy: teaching animal welfare to children 9
 There are many obstacles to effective
decision making,(1) including the biases
arising from the way scenarios are
defined. When given the choice,
people instinctively choose the most
positive-sounding outcome. Other
obstacles include the availability of
information and previous knowledge
of an issue. The level of detail given
in the description of a scenario will
also bias a decision.
When teaching AWE, it’s important that
you help students overcome these
issues by making them aware of the
many traps they might fall into and teach
them a sensible, structured decision-
making process.
Changing people’s behaviour
At World Animal Protection, we know
that many of the animal welfare issues
we need to tackle today are not the
result of the innate cruelty of individuals.
Instead, they have developed because
of a collective lack of understanding
about what animals feel (this is known
as animal sentience) and what their
needs are. This is why we are working
hard to incorporate aspects of AWE into
formal curricula. We want children to
know about animal welfare issues and
to understand how behaving humanely
towards animals benefits everyone.
However, it is also important to note
that research into EE, and desirable
actions associated with it, has shown
that changes in behaviour are not
guaranteed by simply educating
people about the issues. It reveals
10 Pedagogy: teaching animal welfare to children
that three variables(9) contribute
significantly to behaviour change in
relation to EE. Changes that can
also be applied to AWE.
Environmental sensitivity is the most basic
characteristic required in an individual, or
an empathetic perspective towards the
environment (or animal welfare).
Ownership of an issue also needs to
develop within an individual. This requires
an in-depth knowledge of the issue and
a level of personal investment in relation
to it. Both of these contribute to making
environmental (or animal welfare) issues
very personal.
Feeing empowered is also needed to
effect change. It gives an individual a
sense that they can make a difference
and resolve important issues, and
this is crucial in the development
of a responsible citizen. Despite its
importance, this step is often neglected
in educational practice, even though
students often gain self-confidence
as a result of learning advocacy and
campaigning skills (eg training in
action and citizenship strategies).(1)
The bigger picture
Teachers must aim to continually reinforce
animal welfare messages within all of
their lessons. One unit, or even one year
of training, is unlikely to result in changes
in the behaviour of students.(9) Effecting
change requires a long-term strategy that
uses every opportunity to reinforce and
challenge the knowledge, skills and
morals that a student is exposed to
during their formal education.
 This means that to develop a more
PLEASE NOTE: People learn by
humane world we must place emphasis
imitation and are very susceptible to
on skills acquisition in the following
non-verbal messaging, which means
areas: communication, cooperation,
visual cues by influential individuals
decision making, empathy, negotiation
often have a stronger impact on
and creating change.
students than those learned in class.
As a result, care needs to be taken to
Overall, students excel when provided
make sure teachers become positive
with lessons that are interesting and cover
animal welfare role models and
a variety of learning approaches and
avoid creating conflicting messages.
activities. When given the opportunity
to learn in-depth facts about issues, gain
ownership of a problem and act on their
Using animals in education beliefs, students not only change their
Children love to be around animals and attitudes but also their behaviours. Once
physical interaction undoubtedly your students are equipped with the skills
leads to a number of benefits, such as to solve problems and make decisions
encouraging empathy towards animals. based on critical thinking and evaluations
However, you must consider it carefully of bias, you will see them flourish into
if you are thinking of keeping an responsible citizens. This is exactly what
animal at your school. Please refer to is needed to produce real change within
the ‘Using animals in education society as a whole.
section’ for helpful advice.
Summary
Through education, we can move the
world to protect animals and make it
a more compassionate place. When
we teach children to have respect for
animals, we are not just cultivating the
better treatment of all animals but also
a more humane society generally.
It’s important to remember that AWE
is about more than just transferring
knowledge on issues. We can only
effectively change attitudes and
behaviours if we understand how
learners develop the skills necessary
to challenge their cognitive structures.

Pedagogy: teaching animal welfare to children 11

 Glossary
To teach compassion and respect for
animals, it’s important that you talk to
your students about the following
values. They have been reproduced
from a glossary created by the
Humane Society of the United States
for their Certified Humane Education
Specialist programme.(6)

Intelligence Ideal activities Examples of each term with regard

to the treatment of animals

Respect Having good self-esteem, or Learn about animals with

a positive self-image
(respecting yourself).
Following the golden rule:
treating others the way you
would like to be treated –
with courtesy, dignity, and
consideration for their
feelings and needs.
Graciously accepting
compliments, help and
advice from others.
Recognising the strengths,
accomplishments and roles
of others in society and
the environment.
Using good manners.
Appreciating that all of us
are different and accepting
others for who they are.
Solving problems and
working through anger and
frustration calmly, without
insulting, threatening or
physically hurting others.
whom you share your home and
environment.
Speak positively about animals,
focusing on the qualities
you admire.
Take care of natural habitats.
Be considerate of wild animals’
need for peace, safety
and privacy.
Avoid keeping wild animals
as pets.
Give pets their space.
Learn how pets like to
be approached.
Recognise that a pet’s main role in
our lives is as a companion.
Appreciate the characteristics that
make every pet special.
Pay attention to the way animals
communicate.
Avoid places and events that
disrespect animals’ wants, needs and
roles in nature.
Never abuse an animal.

12 Pedagogy: teaching animal welfare to children

Intelligence Ideal activities
to the treatment of animals
Responsibility Doing what you’re supposed
to do.
Practising good habits that
help you do what is
expected of you.
Thinking ahead about how
your actions might
affect others.
Owning up to the choices
you make, accepting blame
for your mistakes and
working to correct them.
Exercising patience and
self-control
Examples of each term with regard
Think carefully and realistically before
getting a pet.
Consider how a new pet
might affect everyone in your
household.
Take care of your pets as long as
they live; never abandon them.
Groom your pets; brush and bathe
them as necessary.
Give pets fresh food and water
every day.
Regularly exercise and play with
your pets.
Take your pets to a vet when they
are sick.
Spay or neuter your pets as early
as possible.
Prepare for pets in case of
emergency.
Keep organised records of your pets’
veterinary care.
Make sure your cats and dogs wear
identity tags.
License your dogs and cats.
Train and socialise your pets early
Work through pet problems and seek
any help or advice you need.
Keep your dog indoors or in a
fenced yard.
Keep an eye on your dog outdoors,
even if you have a fenced yard.
Walk your dog on a lead.
Keep your cat indoors.
Adopt a pet from a shelter instead of
buying one from a shop or breeder.
Arrive on time if you’re pet sitting.
Pet-proof your home.
Pedagogy: teaching animal welfare to children 13
 Intelligence Ideal activities
to the treatment of animals
Kindness / Carry out caring and
caring thoughtful deeds for others
and help those in need.
Express thanks.
Be understanding of others
and demonstrate concern
about how they feel.
Sometimes put the needs of
others above your own
wants and needs.
14 Pedagogy: teaching animal welfare to children
Examples of each term with regard
Play with your pets – even when you
don’t really feel like it.
Offer to walk a neighbour’s dog.
Handle pets with care and speak to
them in a soft, friendly voice.
Praise and reward your pets for good
behaviour, and be gentle and under-
standing when they make mistakes.
Get help for pets or wild animals
which are sick or hurt.
Collect and donate items that your
animal shelter may need.
Adopt a pet, especially one who is
older and perhaps less likely to find
a home.
Cut up plastic six-pack rings before
recycling them, so that wild animals
won’t accidentally get caught
in them.
Feed birds during the cold autumn,
winter and spring months.
Put up bat houses, birdhouses and
bird baths around your property.
Intelligence Ideal activities
to the treatment of animals
Fairness/ Give others an equal
justice chance to succeed.
Let others participate in
decision making and
express their point of view.
Do not take advantage of
others’ weaknesses.
Do not blame someone
falsely or unfairly.
Do your fair share of
the work.
Take only your fair share.
Take turns.
Play by the rules.
Do not play favourites.
Judge fairly, based on all the
facts, instead of jumping
to conclusions.
Give equal consideration
to everyone’s wants and
needs, not just your own.
Learning to compromise
Examples of each term with regard
Consider the needs of wildlife
when making decisions about the
use of land, water, trees and other
environmental resources we share.
Do not jump to conclusions about an
animal – get the facts.
Do not blame animals for situations
you could have prevented.
Before you visit a zoo, circus or ma-
rine park, consider how your actions
might harm animals.
Do not judge an animal’s worth by
how appealing or intelligent the
animal is.
Think of your family pet as a family
responsibility.
Balance the needs of pets with those
of people in your community.
Pedagogy: teaching animal welfare to children 15
 Intelligence Ideal activities
to the treatment of animals
Integrity / Speak and act honestly.
trustworthiness Be loyal and trustworthy.
/ honesty / Keep your promises.
loyalty Have the courage and
wisdom to do what is right.
Be someone who others
can always rely on to do the
right thing.
Exercise good judgment
in various situations.
Stick to your principles and
acting according to them.
16 Pedagogy: teaching animal welfare to children
Examples of each term with regard
Be a loyal friend to your pet.
Before getting a pet, be honest
with yourself about your willingness
and ability to provide for the
animal’s needs.
If you promise your parents you will
take care of a pet, keep your word.
Report suspected cases of animal
cruelty, neglect or abuse.
Speak out against events or policies
that you think are cruel or unfair
to animals.
Do the right thing for the right reasons.
Make your words matter.
Intelligence Ideal activities Examples of each term with regard
to the treatment of animals

Citizenship Work to make your school,
neighbourhood and
community better.
Cooperate and do
your part.
Obey rules and laws.
Respect authority.
Reporting problems.
Obey laws relating to pet ownership.
Find out about the services your
animal shelter or wildlife rehabilitation
centre provides.
Read about animals to learn what
they need and what problems
they face.
Teach others what you know about
animal issues.
Report cases of animal cruelty
or neglect.
Write letters to newspaper editors
and lawmakers.

Pedagogy: teaching animal welfare to children 17

 Bibliography
1 Arvai, JL, Campbell, EA, Baird, A and
Rivers, L (2004). Teaching students
to make better decisions about the
environment: lessons from the decision
sciences. The Journal of Environmental
Education. 36(1):33–44
2 Ball, N (2009). Tips for Animal
Welfare Educators. World Society for
the Protection of Animals.
3 Connect (1978). The UNESCO/
UNEP Environmental Education
Newsletter. 3(1)
4 Facione, PA (1998). Critical thinking:
What it is and why it counts.
The California Academic Press,
Millbrae, California.
5 Gardner, H (1983). Frames of mind:
the theory of multiple intelligences.
Basic, New York.
6 The Humane Society of the United
States. Reach a teacher: forming
successful school partnerships.
www.humanesociety.org
7 Huitt, W and Hummel, J (2003).
Piaget’s theory of cognitive
development. Educational Psychology
18 Pedagogy: teaching animal welfare to children
Interactive. Valdosta State University,
Valdosta, Georgia.
www.edpsycinteractive.org
(accessed 16 February 2010)
8 Humane Education Trust, South Africa
(2009). Humane education: a guide
on methodology for educators.
www.worldanimal.net
(accessed 16 February 2010)
9 Hungerford, H and Volk, T (1990).
Changing learner behaviour through
environmental education, The
Journal of Environmental Education.
34(2):8-21
10 Jacobson, SK, McDuff, MD and
Monroe, MC (2006). Conservation
education and outreach techniques.
Oxford University Press, Oxford.
11 Sato, M (2006). Evolving
environmental education and its
relation to EPD and ESD.
www.unescobkk.org
Pedagogy: teaching animal welfare to children 19
We are World Animal Protection.
We end the needless suffering of animals.
We influence decision makers to put
animals on the global agenda.
We help the world see how important
animals are to all of us.
We inspire people to change animals’
lives for the better.
We move the world to protect animals.

worldanimalprotection.org.in
INT0034D/0714

education@worldanimaprotection.org
Registered in India as World Society for Protection of Animals-India
Suggested syllabus
To help you introduce animal welfare
into your teaching, we have created
a suggested syllabus. All topics are
optional, and it is intended as a
support tool from which you can
pick and choose items.
 Ideally, though, content should be
taught within the framework of delivery
outlined in the Pedagogy: teaching
animal welfare to children section of
this pack.
Section 1 of this syllabus outlines major
animal welfare issues and key elements
associated with them. We have also
listed some resources that will help you
cover each issue, but they are not
exhaustive. Please visit our database at
animal-education.org to search for
more resources that will aid your lessons.
We have also given topics within our
suggested syllabus a complexity rating.
This reflects the level of preparation
required to deliver a lesson on a subject,
and whether the students you’re teaching
should be older or have an advanced
learning ability. Subjects are also rated
as more complex if they are likely to
involve the use of disturbing imagery.
2 Suggested syllabus
Section 2 lists the same issues as section
1 but instead focuses on how they relate
to the delivery of curriculum areas such
as science and maths. The topic of
animal welfare is a versatile one. Once
you are comfortable with a subject
matter, you may find that you use it in
a variety of curriculum areas, including
ones that are not outlined in this section.
When covering any of the topics that
follow, you may find it helpful to set up
a debate to establish the opinions of
your class early on. If you decide to do
this, for example, by posing the question
“Why does this matter?” you will often
find the Five Freedoms* in the About
World Animal Protection section as a
handy tool to assess situations.
Section 1:
Animal welfare issues
Topic Key elements
1 General Definitions of animal welfare
concepts of and animal sentience
animal
The Five Freedoms
welfare
The hierarchy of needs
Welfare versus rights
Welfare versus conservation
The link between animal
welfare and sustainable
development
2 Responsible Proper planning before
pet ownership buying a pet.
Being a responsible owner.
How cats and
dogs communicate
(understanding the body
language of an animal).
Safe behaviour towards
dogs and cats (bite
prevention and rabies
control).
Complexity Suggested resources
Voiceless: Animal
sentience worksheets
RSPCA: We all have
basic needs; What do
we know about local
community?
World Animal Protection:
Universal Declaration
on Animal Welfare
(UDAW)material
Animal Mosaic:
Caring for your cat/dog;
Caring for cats and dogs;
Doggy speak
People’s Dispensary for
Sick Animals (PDSA)
website: Live long pets –
your right pet
Battersea Cats and
Dogs Home: Enterprise
challenge pack
People for the Ethical
Treatment of Animals
(PETA) Foundation:
Animals in today’s society
Humane Society Youth
(HSY): BARK dog bite
prevention program
Suggested syllabus 3
 Topic Key elements Complexity Suggested resources
3 Stray dog The importance of spay World Animal
management and neuter Protection: website at
worldanimalprotection.org
Reducing stray numbers
Best Friends: My family and
humanely
my pet activity
Keeping the population Institute for Humane
healthy through vaccination Education (IHE): Too much
of a good thing activity

4 Care of Matching the needs of the Horseworld: resources

working owner with the needs of SPANA: PSHE/Citizenship -
animals the animal Key Stage 1 Working
(horses, Animals of the World -
Increased welfare leads to
donkeys, Lesson plan + Powerpoint
increased productivity
camels,
oxen, etc)

4 Suggested syllabus
Topic Key elements
5 Agriculture Population growth and the
and intensive demand for meat.
farming
Traditional techniques
versus modern intensive
methodology.
Assessing the needs of
intensively farmed animals
according to the Five
Freedoms
Roles as citizens and
consumers – what choices
do we have?
6. Long distance Pros and cons of live
transport of animals versus
farm animals refrigerated meat.
Loading, unloading and
resting: design of vehicles
and rest stops.
Local legislation on
distance, duration and
standards for live animal
transport.
Complexity Suggested resources
Compassion in World
Farming (CIWF):
Farm animals and us
lesson packs
Animal Mosaic:
factsheets on cattle, poultry
and eggs
Humane Teen (HSUS):
Farms as factories:
issues in animal welfare,
environmental protection
and public health
SAFE: Battery hen farming
in New Zealand – a
critical evaluation
PETA Foundation: Meat-
free Monday global
citizenship project
Farm Sanctuary:
Life behind bars video
European Commission
(EC): Farmland
online game
Animal Mosaic:
Beyond cruelty: long
distance transport and
welfare of farm animals
Suggested syllabus 5
 Topic Key elements Complexity Suggested resources
7 Humane World Animal Protection: Animal Mosaic:
slaughter Humane slaughter: how we Concepts in Animal Welfare
(potentially reduce animal suffering teaching syllabus
disturbing
content)
8 Humane The arguments for and International Fund for
slaughter against whaling Animal Welfare (IFAW):
(potentially Bear farming Beneath the waves pack
disturbing Animal Mosaic:
content) Human-wildlife conflict Whales and whaling
factsheet
Wildlife trade RSPCA: No whale of a
time activity
The fur trade Animal Mosaic:
Bears of the world pack
Animals in entertainment: Humane Teen (HSUS):
whales and dolphins in Into the wild
captivity
Naturewatch: From forest
Bullfighting to cage
Animal Welfare Coalition:
Bear baiting and bear Lucky (book)
dancing Monkey Sanctuary
Zoos and sanctuaries variety of esources
Humane Teen (HSUS):
Into the wild
SAFE: Animals on show
World Animal
Protection: website at
worldanimalprotection.org
Zoocheck: Wild animals
in captivity
Fundacion FAADA: Tiko
y Bengala
Animal Mosaic:
Bears of the world pack
SAFE: Animals on show

6 Suggested syllabus
Topic Key elements Complexity Suggested resources
9 Animal Medicines, research and RSPCA:
experimentation cosmetics: where should we Animals used in research -
draw the line? Animals used in testing: a
debate (KS4)
Local legislation on animal
Animals used in research -
experimentation
Ethics and animal research
(KS4)
Animals used in research
- exploring case studies
(KS4)
Institute of Humane
Education: What price
beauty?

10 Provision of How do disasters affect World Animal Protection:

care to animals animals and their owners? website
after natural
What are the economic
/ man-made
implications of ignoring
disasters
animals in disasters?

Preparing for disasters:

evacuation plans that
include animals.
11 Responsible Roles as tourists: what World Animal Protection:
travel choices do we have? website
12 Animal ethics How to make decisions Animal Mosaic:
when faced with true Concepts in Animal Welfare
ethical dilemmas teaching syllabus

There are many other resources

that cover multiple topics and feature
numerous ideas for subject areas.
Check www.animal-education.org
for a range of the most up to
date resources.
Suggested syllabus 7
 Section 2: Animal welfare
by curricular area
Maths can be used in a number of topic
areas to interpret and present data from
animal welfare investigations.
Language and Literature can be developed
by using animal welfare topics to identify
primary and secondary sources, prepare
and carry out debate and discussion
topics, formulate persuasive arguments and
empathise with others.
Foreign languages can be developed by
using animal welfare materials that have
been produced in a number of languages.
Some of these are available from
animal-education.org.
Information Technology can be used to
research and present information linked
to each topic area.

Topic Key elements Suggested resources

Technical/Graphic Design

Information Technology
Social Science Ethics

Physical Education
Religious Studies
Language Arts
Geography

Citizenship
Science

History
Maths

Music
Art

1 General The Five Freedoms

concepts of
The hierarchy of needs
animal welfare
Welfare versus rights
The link between animal
welfare and sustainable
development
2 Responsible pet Proper planning before
ownership buying a pet
Being a responsible
owner

8 Suggested syllabus
Topic Key elements Suggested resources

Technical/Graphic Design

Information Technology
Social Science Ethics

Physical Education
Religious Studies
Language Arts
Geography

Citizenship
Science

History
Maths

Music
Art
3 Stray dog The importance of spay
management and neuter
Reducing stray numbers
humanely
Keeping the population
healthy through
vaccination
4 Care of working Matching the needs of
animals (horses, the owner with the
donkeys, needs of the animal
camels, Increased welfare leads
oxen, etc) to increased productivity
5 Intensive Population growth and
farming the demand for meat.
Traditional techniques
versus modern intensive
methodology.
Assessing the needs
of intensively farmed
animals according to the
Five Freedoms (physical
health, behaviour and
productivity in beef
cattle, broiler chickens
and laying hens).
Roles as citizens and
consumers – what
choices do we have?

Suggested syllabus 9
 Topic Key elements Suggested resources

Technical/Graphic Design

Information Technology
Social Science Ethics

Physical Education
Religious Studies
Language Arts
Geography

Citizenship
Science

History
Maths

Music
Art
6 Long distance Loading, unloading and
transport of resting: design of vehicles
farm animals and rest stops.
Local legislation on
distance, duration and
standards for live animal
transport.
7 Long distance Insensibility: the
transport of importance of stunning
farm animals prior to killing.
Should live animals be
able to see slaughtered
animals beforehand?
8 Cruel The arguments for and
management against whaling
of wild animals Bear farming
Human-wildlife conflict
Wildlife trade
The fur trade
Animals in entertainment
Whales and dolphins
in captivity
Bullfighting
Bear baiting and bear
dancing
Zoos and sanctuaries

10 Suggested syllabus
Topic Key elements Suggested resources

Technical/Graphic Design

Information Technology
Social Science Ethics

Physical Education
Religious Studies
Language Arts
Geography

Citizenship
Science

History
Maths

Music
Art
9 Animal Medicines, research and
experimentation cosmetics: where should
we draw the line?
Local legislation on
animal experimentation
10 Provision of care How do disasters
to animals after affect animals and their
natural / man- owners? Look at pets
made disasters. as well as farm or
working animals.
What are the economic
implications of ignoring
animals in disasters?
Preparing for disasters:
evacuation plans that
include animals.
11 Responsible Roles as tourists: what
travel choices do we have?
12 Animal ethics How to make decisions
when faced with true
ethical dilemmas.

Suggested syllabus 11
We are World Animal Protection.
We end the needless suffering of animals.
We influence decision makers to put
animals on the global agenda.
We help the world see how important
animals are to all of us.
We inspire people to change animals’
lives for the better.
We move the world to protect animals.

worldanimalprotection.org.in
INT0034E/0714

education@worldanimaprotection.org
Registered in India as World Society for Protection of Animals-India
Using animals
in education
Children love to be around
animals and physical interaction
undoubtedly leads to a number
of benefits, such as encouraging
empathy towards animals.
However, if you are thinking
of keeping an animal at your
school you must consider
it carefully and make sure
that you can meet the
following requirements.
There must be a clearly defined
educational rationale for keeping
an animal.
A named adult is responsible for an
animal’s welfare at all times.
It is a whole school decision to keep
an animal.
Adequate provision is made for the
daily care of an animal during
weekends and school holidays.

Plans are made for an animal to
have regular and sufficient time away
from busy classrooms and other
disturbances, and to avoid
over-handling.
Contact between children and an
animal is supervised.
A budget exists for veterinary care and
checks, as well as day-to-day needs.
An animal’s welfare is maintained
according to the Five Freedoms* that
are appropriate to their species.
Proper attention is paid to daily hygiene
routines for an animal and those
involved in handling them.
Children are checked in advance and
routinely for allergies and zoonoses
(diseases in animals that can be
transmitted to humans).
An animal is acquired from a
reputable supplier.
You should only consider
inviting an owner and its
animal into your school if
the owner:
is reputable and aware of the needs
of their animal
accepts full responsibility for the safety
and wellbeing of their animal at all
times, including adequate supervision
while it is in your school.
*Consult the About World Animal Protection section for more
information on the Five Freedoms.
Animals visiting your
school must be:
healthy and fit to be used as a visiting
animal in your school (as verified
by a vet)
safe, for example, specially selected
and trained
comfortable being around children and
fit to travel without undue stress
always in a suitable environment that’s
appropriate for their species (this
includes in the owner’s home, during
transportation and in your school)
not over-handled while in your school
and not overused generally.
Children who will be around
animals must be:
prepared for the visiting animal by
being made aware of their needs and
knowing how to behave appropriately
and treat them with sensitivity
screened beforehand for animal-
related allergies
taught how to handle the animal
appropriately (if the animal is going to
be handled)
taught about effective hygiene to
reduce the risk of zoonoses (diseases
in animals that can be passed onto
people).
The teachers must be:
able to supervise all the children at all
times during the visit
able to prepare the children
beforehand and have a clearly defined
educational rationale for the visit
INT0034F/0714
ready to liaise appropriately with
professional colleagues and families.
Using animals in education
Evaluating
the impact of
animal welfare
in education
 Introduction
It’s important to keep
monitoring the effectiveness
of your AWE lessons. You will
know that they are working
well if you are achieving the
following key outcomes.
2 Evaluating the impact of animal welfare in education
Your students know that animals
have needs, recognise that humans
are animals, that we interact with
other animals, and that we share
our environment with all other
living beings.
Your students understand how human
actions can affect animals and other
living beings, and because of this we
owe them a duty of care.
Your students understand that we are
frequently faced with moral dilemmas
and that people hold different
opinions.
Your students acquire skills in effective
communication so they can better
explain their ideas and responsibilities
and demonstrate appropriate levels
of care and empathy.
Your students develop and show
attitudes of kindness, respect
and responsibility.
To help you assess whether these
outcomes have been achieved, and to
assess the effectiveness of our teacher
training, it’s important to carry out
analysis involving your students. Where
appropriate, this may involve you
getting permission from a parent for
their child to take part in an assessment.
All responses to an assessment such as
a survey should be made anonymously
and all raw data will remain confidential
and be held securely by World Animal
Protection. We will only make the
results of our analysis public.
When gathering data from your
students some basic rules should be
adhered to in order to provide a robust
analysis of AWE. These rules will also
help to make sure that you and World
Animal Protection can claim credit
for any changes in the attitudes and
behaviours of your students.
1 We need to perform a pre-test to
assess students’ attitudes, feelings and
behaviours before they receive AWE.
This will provide us with data that can
be compared to responses provided
after AWE lessons have taken place.
2 We also need to assess a control
group of students who will not receive
AWE with the same pre-test. This
should ideally be a group that’s
similar in number and demographic
characteristics (such as age, gender
and ability). This helps us to identify
whether any changes that occur over
time are attributable to AWE rather
than to environmental effects that your
students and the control group might
have been exposed to.
3 We need to continually assess
students to see whether changes
in attitudes and behaviour are
maintained over time. However,
these assessments should not be too
frequent. Consult the ‘implementation
plan’ provided by your World
Animal Protection representative for
a guide on how often we suggest
you assess your students.
4 When further assessments are made,
the control group should be assessed
as well to ensure that we can make
a comparison.
Evaluating the impact of animal welfare in education 3
 To help you with your assessment
PLEASE NOTE: Animal welfare
work, your World Animal Protection
education programmes have rarely
representative will provide you with an
been monitored to determine how
education monitoring and evaluation
effective they are. By participating
pack relevant to the age of your students.
in our training and assessing the
During your First Concepts in Animal
progress of your students, you
Welfare training, you will also receive
are helping us develop a living
guidance on how to use assessment
programme that constantly changes
tools. If you ever have any questions
to meet the needs of teachers and
regarding these tools, or need
their students. Our aim is always to
additional support before using them,
provide you with the best possible
please contact your World Animal
support so children receive the best
Protection representative.
possible animal welfare education.
At no stage will we ask you to analyse
the data yourself. You will only need to
send completed surveys to your local Thank you in advance for
World Animal Protection representative, participating in our programme
who will then send them on to World and helping World Animal
Animal Protection International, in London.
Protection to move the world
An independent external agency will
analyse the data and provide us to protect animals.
with the results.

Please remember to complete the cover

sheets for each class assessment and
use separate sheets for control group
assessments, marking them clearly
as such. INT0034G/0714

4 Evaluating the impact of animal welfare in education